Critical Intersections in Educationhttps://jps.library.utoronto.ca/index.php/cie
<p><em>Critical Intersections in Education </em>is an open access, peer-reviewed journal run by graduate students from the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT).</p><p> </p>en-USCritical Intersections in Education2291-0697<span>Authors who publish with this journal agree to the following terms:</span><br /><br /><ol type="a"><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/2.5/ca/">Creative Commons Attribution 2.5 Canada License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ol></ol><br /><ol type="a"><ol type="a"><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ol></ol><br /><ol type="a"><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol>

Integrating Motivational Interviewing and ADHD Coaching: A Comprehensive Approach towards Treatment for Youthhttps://jps.library.utoronto.ca/index.php/cie/article/view/28109
<p><span style="font-family: Times New Roman;">ADHD is a common psychiatric disorder among youth. One frequent result of the symptoms of ADHD is academic underachievement. Two approaches that have<strong> </strong>been demonstrated to be useful<strong> </strong>for youth<strong> </strong>are ADHD coaching and motivational interviewing (MI). Throughout the four stages of MI (i.e. engagement, focusing, evocation and planning) the therapist encourages change in the youth through a goal-oriented communication style characterized by provoking the<strong> </strong>youth's own arguments supporting change. MI may facilitate the achievement of SMART (Specific, Measurable, Attainable, Reasonable and Timely) goals identified at the start of ADHD coaching sessions. Further, ADHD coaching may augment the MI process in each stage leading to one comprehensive and perhaps more effective intervention. This paper describes this approach with the goal that it will begin to ignite empirical research leading to improved outcomes for youth with ADHD during their educational careers.</span></p>Genevieve Mackenzie
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2018-02-222018-02-225117